LEC 16 - EVALUATING ACHIEVEMENT

LEC 16 - EVALUATING ACHIEVEMENT - SHOWTIME! EVALUATING...

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SHOWTIME!!
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EVALUATING ACHIEVEMENT
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INTRODUCTION BOTH CHILDREN AND ADULTS WANT TO KNOW HOW THEY COMPARE TO OTHERS OR A STANDARD PRIMARY ROLE OF TEACHER OR PROGRAM LEADER IS TO PROMOTE DESIRABLE CHANGES IN PEOPLE FOR INSTRUCTIONAL OR PROGRAM PROCESS TO BE MEANINGFUL: - RELEVANT STATED OBJECTIVES - INSTRUCTION OR PROGRAM MUST BE DESIGNED TO ACHIEVE OBJECTIVES EFFECTIVELY - RELIABLE AND VALID EVALUATION PROCESS THAT ASSESSES ACHIEVEMENT TESTS ARE ADMINISTERED PRIMARILY TO FACILITATE THE ACHIEVEMENT OF INSTRUCTIONAL AND PROGRAM OBJECTIVES
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INTRODUCTION • EDUCATIONAL TESTS CAN BE USED FOR PLACEMENT, DIAGNOSIS, EVALUATION OF LEARNING, PREDICTION, PROGRAM EVALUATION, AND MOTIVATION (CHAPTER 1) • EVALUATION IS NOT SYNONYMOUS WITH GRADING AND EVALUATION CAN OCCUR WITHOUT THE ASSIGNMENT OF GRADES • A TEACHER THAT PASSES ALL STUDENTS REGARDLESS OF THEIR LEVEL OF ACHIEVEMENT OR A TRAINER WHO DOES NOT TELL HIS/HER CLIENT THAT THEY ARE NOT DOING WELL IS IGNORING HER/HIS PROFESSIONAL RESPONSIBILITIES
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EVALUATION OFTEN FOLLOWS MEASUREMENT TAKING THE FORM OF A JUDGMENT ABOUT THE QUALITY OF A PERFORMANCE OBJECTIVITY OF EVALUATION INCREASES WHEN IT IS BASED ON DEFINED STANDARDS SUCH AS - REQUIRED LEVELS OF PERFORMANCE BASED ON TEACHER’S OR TRAINER’S EXPERIENCE AND/OR CONVICTIONS - THE RANKED PERFORMANCE OF THE REST OF THE GROUP - EXISTING STANDARDS CALLED NORMS
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TYPES OF EVALUATION FORMATIVE EVALUATION THROUGHOUT THE PROGRAM MOTIVATES AND INFORMS PARTICIPANTS OF THEIR PROGRESS AS WELL AS ALLOWS FOR JUDGEMENT REGARDING THE PROGRAM’S EFFECTIVENSS SUMMATIVE EVALUATION IS THE FINAL MEASURMENT OF A PARTICIPANT’S PERFORMANCE AT THE END OF A PROGRAM WHICH OFTEN INVOLVES COMPARISON AMONG STUDENTS OR STUDENTS TO NORMS OR AN IDEAL STANDARD
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STANDARDS FOR EVALUATION: CRITERION REFERENCE STANDARDS REPRESENTS THE LEVEL OF PERFOMRANCE THAT ALL INDIVIDUALS SHOULD BE ABLE TO ACHIEVE GIVEN PROPER INSTRUCTION MUST BE USED WITH EXPLICIT OBJECTIVES USED IN FORMATIVE EVALUATION TO DIAGNOSIS WEAKNESSES AND TO DETERMINE WHEN PARTICIPANTS ARE READY TO PROGRESS STANDARDS TEND TO BE PASS OR FAIL
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EXAMPLES OF CRITERION- REFERENCED STANDARDS
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PROCEDURES TO DEVELOP CRITERION-REFERENCED STANDARDS IDENTIFY THE SPECIFIC BEHAVIORS THAT MUST BE ACHIEVED TO ACCOMPLISH A BROAD OBJECTIVE DEVELOP CLEARLY DEFINED OBJECTIVES THAT CORRESPOND TO THE SPECIFIC BEHAVIORS DEVELOP STANDARDS THAT GIVE EVIDENCE OF SUCCESSFUL ACHIEVEMENT OF THE OBJECTIVE; THESE STANDARDS MAY BE BASED ON LOGIC, EXPERT OPINION, RESEARCH LITERATURE, AND/OR ANALYSIS OF TEST SCORES TRY THE SYSTEM AND EVALUATE THE STANDARDS; DETERMINE WHETHER THE STANDARDS MUST BE ALTERED AND DO SO IF NECESSARY “IF STANDARDS ARE TOO HIGH, VERY FEW PEOPLE WILL PASS AND RECEIVE POSITIVE REINFORCEMENT; IF STANDARDS ARE TOO LOW, MANY WILL PASS THAT MAY HAVE FALSE ILLUSIONS OF THEIR CAPABILITIES”
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STANDARDS OF EVALUATION: NORM- REFERENCED STANDARDS COMPARE THE PERFORMANCES OF PEERS USED IN SUMMATIVE EVALUATION TO
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This note was uploaded on 09/08/2010 for the course KIN 175 at San Jose State.

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LEC 16 - EVALUATING ACHIEVEMENT - SHOWTIME! EVALUATING...

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